May 16, 2024

Academic Catalog 2019-2020

Academic Catalog 2019-2020 [ARCHIVED CATALOG]

All Courses

Course Type	Prefix	Course Type	Prefix
Continuing Education	CE	Neuropsychology	NEPSY
Educational Leadership for Change	ELC	Org. Dev. and Leadership	ODL
Human and Organizational Dev.	HOD	Psychology	PSY
Infant and Early Childhood Dev.	IECD	Research	RES
Media Psychology (MA)	MSC

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Human and Organizational Development
	HOD-851 Comparative Wisdom Traditions 4 semester credits Throughout history, different cultures have developed wisdom traditions and legacies that today form a spectrum of paths for personal growth, maturation, and leadership development. These wisdom traditions usually linked philosophy, religion, and ethical teachings that today represent resources in our collective histories that can be sources of inspiration and guidance for our time. The cultures of Asia, African, Indigenous American, and Western traditions, ancient and modern, provide resources for appreciative and comparative exploration and research across time and cultures. Selective exploration of different traditions and paradigms for personal growth and maturation. Some wisdom paradigms emphasize deep connection with nature, others deep social and communal relationships, while others emphasize more transcendental notions of value and the sacred. Comparative appreciation of different paradigms and cultures provide opportunity to consider contemporary options and possibilities for the development of wisdom among adults. This course compares cultural traditions and ritual cultures comparatively to understand the formation of adults via socialization, education, ethical, and religious formation, comparatively. Considering specifics of different cultures like values, practices, heroes, ideals, and forms of status reward, students will engage in descriptive work and comparative analysis. Delivery Method: Online Grading Default: Letter Learning Outcome(s): Demonstrate understanding of different cultural paradigms and approaches to wisdom by comparative analysis. Critically analyze how cultural traditions and ritual cultures impact the formation of adults. Write succinctly and scholarly about complex ideas, philosophies, and paradigms.
	HOD-852 Spiritual Psychology 4 semester credits This course reviews the foundation of transpersonal psychology genesis from the 1970s, which examined altered states of consciousness, including Stanislav Grof’s work on spiritual emergencies, as well as physiological research on yogis’ feats and brain physiology research. The course will look at humanistic psychology as well as developmental psychologists Fowler’s stages of faith and Kegan’s spiral progression. It will review research and philosophy from Christian mysticism, Buddhist meditation, the eight limbs of Hinduism and other spiritual practices. Students will be able to define specific spiritual practices, which evoke spiritual awareness, apply these practices to their work or life in a project and also document their own spiritual practice for the term. Delivery Method: Online Grading Default: Letter Learning Outcome(s): Understand and critically analyze through a portfolio the foundation of transpersonal psychology, humanistic psychology, and developmental psychology. Choose a specific spiritual practice to evoke spiritual awareness, and document practice to their lives and work through a portfolio including supportive references.
	HOD-853 Spiritual Practice and Social Justice 4 semester credits Diverse faith traditions have been at the center of political protests (i.e., Buddhist self-immolation) and cultural resistance (i.e., Amish rejection of modern technology). Students study how people of different faiths and no faith (i.e., atheists) have engaged in communities have engaged in individual and collective practices aimed at changing society. One possible area of inquiry is how contemplative practices, such as mindfulness, can lead to greater self-awareness and connections to others. Transformative learning that leads to increased authenticity and caring social action is another possible focus. Whatever focus the course takes in a particular term, there will be attention to the nuances within a particular tradition (e.g., contemporary texts that reveal and confront racism in mindfulness communities). This course is an exploration of the relationship between human development and systems change. Delivery Method: Online Grading Default: Letter Learning Outcome(s): Explore relationship between personal development and societal system change. Critically analyze how spiritual practices can impact social change. Write an essay that communicates a story or argument related to course readings.
	HOD-854 Somatics in Human and Organization Development 4 semester credits Over the past several decades, the various scholarly disciplines have turned their attention to the manner in which the body is an ever-present aspect of all we know. Somatics is about the body as experienced from within. What can and does our body tell us as? How do we integrate bodily knowing and being into textual forms of knowledge? How do we build this knowing into our scholarship and practice? This course reviews these literatures. We are investigating experience and learning as an embodied phenomenology and as such - the study of consciousness will be a key perspective. We cover somatics from the fields of neuroscience, psychology, social and human sciences, phenomenology and spirituality. Since we are attempting to interpret the meaning of texts about Somatics, hermeneutics is also a key discipline for our collaborative work. Delivery Method: Online Grading Default: Letter Learning Outcome(s): Deepen our awareness and understanding of the way embodiment determines our experiences. Apply the interpretive discipline of hermeneutics to understand both readings and messages from our bodies. Realize the valuable and insightful connection between body, mind and soul through body awareness practices.
	HOD-856 Writing Phenomenology 4 semester credits Students will write eight rich descriptions of an experience of their choice using techniques of essential (Husserl) and lifeworld (Schutz) phenomenology. Techniques practiced will be bracketing, imaginative variation, horizontalization as techniques to capture the essential structure of your experience. Situating experience in the lifeworld, the experience is described using a dramatic model. Reflection on the ten qualities of phenomenologists (Rehorick and Bentz (2017) clarity to a research topic and insight into the practice of transformative phenomenology. (Rehorick and Bentz, 2007). Through collaboration on the forum and zoom the class engages with the community of practice of consciousness change for a liveable world. Readings will include fundamental texts of phenomenology. Delivery Method: Online Grading Default: Letter Learning Outcome(s): Clarify the underlying dimensions of an experience or research topic. Become comfortable with sharing and collaborating on experiences and protocols. Uncover and facilitate the differences of awareness and knowledge of others and intersubjectivities in the lifeworld in which your phenomenon exists. Develop a companionable relationship with a major phenomenologist/writer/thinker.
	HOD-857 Adult Development 4 semester credits Students study major theories that explore the dynamics and potential outcomes of adult development, including post-formal and complex thinking, wisdom, individuation, maturity, and higher orders of consciousness. Theorists studied include Erikson, Kegan, Loevinger, Wilber, Cook-Greuter, O’Fallon, and others with attention given to the latest research in the field and how to apply these theories to understanding and informing the design and practice of leadership, coaching, social change, organizational development, and education of adults in various contexts. Delivery Method: Online Grading Default: Letter Learning Outcome(s): Demonstrate an understanding of the principles of three or more major theories of adult development and the differences between them. Apply this to practice in leadership, organization development, teaching or coaching.
	HOD-859 Communications Theory and Practice 4 semester credits This course consists of four modules. Module One introduces several important hermeneutic perspectives which may elucidate the interpretation of texts. Each student/colleague will explain the overall purpose of hermeneutics and discuss one perspective in more detail. Module Two focuses on theories of the social construction of reality, which provide framing about the ways that many of the “realities” experienced in our social worlds are constructed by convention or agreement, including the way that we communicate about them. These theories help us to distinguish that which is socially constructed from the empirical realities of the natural world, and helps to account for multiple versions of “reality” across cultural and other social divides. This also helps us understand why conflicts occur between groups, and why some conflicts seem intractable. Module Three deals with theories of meaning-making and how they can serve as interpretive, critical, and constructive / interventional strategies. Convergences can be found between theories of social construction and communication such as the Coordinated Management of Meaning (CMM), symbolic interactionism, the “Lifeworld Phenomenology” of Alfred Schutz, and the Dramatistic methods of Burke. For example, each has a perspective on motives, structures or patterns, “speech acts” and alternate realities. Module Four reviews several examples of research and scholarly practice that “takes a communication perspective” or draws upon social construction concepts as a way of framing an inquiry, and then consider a research question that you have and how this perspective could be a part of your own research. Delivery Method: Online Grading Default: Letter Learning Outcome(s): Ability to trace the development of the scholarly field of social construction of reality and identify major theorists and their ongoing evolution in scholarship and practice. This will include works and contributions by Meade, Berger and Luckmann, Pearce, Cronin, and others. Explain the “communication perspective” of looking “at” (not “through”) communication, and apply various heuristics of CMM to analyze an episode or phenomenon of interest to identify what is being “made in communication,” and the roles of context, logical force, and other related conceptual tools.
	HOD-860 Advanced Topics 2 or 4 semester credits This course provides a flexible opportunity for students to complete 2 or 4 units of academic credit in specialized studies. Students in all phases of their doctoral studies can assess in HOD-860, to build doctoral competencies, deepen scholarly knowledge, extend the breadth of their scholar-practitioner expertise, and explore diverse epistemologies, ways of knowing, and worldviews. Students are limited to 8 units of HOD-860. HOD-860 offers opportunities for both structured and individualized studies. Students contract individually with faculty for HOD-860. The assessment contract needs to specify the associated credit as well as the detailed expectations for the assessment. The assessor determines allocation of credit (2 or 4). The course title may be customized for the transcript. Delivery Method: Online Grading Default: Letter Note: May be repeated for up to 8 credits
	HOD-861 Advanced Specialization Studies 4 semester credits In this course, students define a specific specialization topic. It can be used to acquire new knowledge or to deepen existing knowledge in a specific area in which students expect to build or advance professional careers. Course title may be customized for the transcript. Delivery Method: Online Grading Default: Letter Note: May be repeated once.
	HOD-881 Qualitative Research Methods 4 semester credits Students will develop and demonstrate an understanding of strategies for qualitative inquiry including phenomenology, grounded theory, narrative inquiry, case study, and ethnography, on their own and in the context of action-oriented research and mixed methods designs. Students study methodological topics including the stance of the researcher, sampling, data collection, coding and thematic analysis, and procedures for assessing trustworthiness of qualitative data, interpretation, and reporting. Students learn how to develop a research question and proposal in the context of a literature review and conceptual framework, and how to demonstrate accountability in relation to ethics and Institutional Review Board procedures. Pre-requisites: HOD-802 Delivery Method: Online Grading Default: Letter Learning Outcome(s): Critically analyze qualitative research articles Prepare a proposal for a qualitative research study
	HOD-882 Quantitative Research Methods 4 semester credits In this course students develop and demonstrate an understanding of quantitative inquiry including experimental and survey research, on their own and in the context of action-oriented research and mixed methods designs. Students study methodological topics including structured data collection, sampling, experimental and quasi-experimental design, basic data analysis strategies, procedures for assessing reliability and validity of quantitative data collection and interpretation, action-oriented research, and mixed methods inquiry. Students learn how to develop a research question and proposal in the context of a literature review and conceptual framework, and how to demonstrate accountability in relation to ethics and Institutional Review Board procedures. Pre-requisites: HOD-802 Delivery Method: Online Grading Default: Letter Learning Outcome(s): Critically analyze quantitative research articles Prepare a proposal for a quantitative research study
	HOD-883AO Advanced Research Methodologies: Appreciative Organizations 2 or 4 semester credits Students engage in advanced studies and applied research projects, designed to develop skills in specific research methodologies and approaches. All the advanced research modules numbered 883XX are designed to enable students to learn a particular research method in depth. Most approaches to understanding organizations are embedded in a “problem solving” paradigm. This deficiency model of organizations calls for the development of techniques and tools to accurately identify and diagnose problems. In contrast to this clinical focus, appreciative inquiry focuses on what works in an organization. By exploring events when people are at their best, appreciative inquiry identifies the core values and finds ways to build on them to enhance organizational sustainability. This seminar will introduce students to the basic tenets of Appreciative Inquiry and help them gain the experience of using it in an organizational setting that they may undertake after the summer session. Students will work in small teams (or as individuals if teaming is not feasible) with the goal of learning to function as consultants to a selected list of organizations. The anticipation is that through the project work you will acquire the competencies for diagnosing and analyzing organizations using appreciative inquiry and for becoming skillful facilitators (change agents) of organization development. Pre-requisites: HOD-802 Delivery Method: Online Grading Default: Letter Learning Outcome(s): Diagnose and analyze organizations using appreciative inquiry Become skillful facilitators (change agents) of organization development.
	HOD-883AR Advanced Research Methodologies: Action Research 2 or 4 semester credits Students engage in advanced studies and applied research projects, designed to develop skills in specific research methodologies and approaches. All the advanced research modules numbered 883XX are designed to enable students to learn a particular research method in depth. Action research is a methodology rooted in engagement, and has been characterized as offering a possibility and a strategy for “revitalizing the social sciences, the University, and the American City.” (Puckett and Harkavy, The Action Research Tradition in the United States, 1999). Action research has been defined as a “participatory, democratic process concerned with developing practical knowing in the pursuit of worthwhile human purposes, grounded in a participatory worldview (Reason and Bradbury, Handbook of Action Research, 2006). We can understand action research as seeking to bring together couplets of action and reflection, theory and practice, in participation with others, in the pursuit of practical solutions to issues of pressing concern to people, and more generally, the flourishing of individual persons and their communities. The idea of doing research WITH others rather than on them, which is key to action research, also foregrounds the researcher as an engaged scholar-practitioner, and encourages a focus on issues of researcher relationships and contextual knowledge. Questions of ways of knowing generated by action research will be a focus, as will exploring how other cultures of inquiry fit with action research. While paying attention to relational dilemmas of the collaborative research process, we will also look at the importance of participation and democratization as at the heart of an action research endeavor. Pre-requisites: HOD-802 Delivery Method: Online Grading Default: Letter Learning Outcome(s): Understand the theories and methodologies of action research Apply action research theories and methodologies
	HOD-883AS Advanced Research Methodologies: Applied Somatics 2 or 4 semester credits This course includes advanced studies and applied research projects, designed to develop skills in specific research methodologies and approaches. All the advanced research modules numbered 883XX are designed to enable students to learn a particular research method in depth. This module focuses on understanding the theories and methodologies of applied Somatics. Pre-requisites: HOD-802 Delivery Method: Online Grading Default: Letter Learning Outcome(s): Understand the theories and methodologies of applied Somatics Apply the methods of applied Somatics to research projects
	HOD-883CH Advanced Research Methodologies: Methodologies for Studying Change 2 or 4 semester credits This course includes advanced studies and applied research projects, designed to develop skills in specific research methodologies and approaches used to study change. All the advanced research modules numbered 883XX are designed to enable students to learn a particular research method in depth. This module focuses on understanding the theories and methodologies for studying change. Pre-requisites: HOD-802 Delivery Method: Online Grading Default: Letter Learning Outcome(s): Understand the theories and methodologies of studying change. Apply action methodologies for studying change to research projects. Critically analyze different methodological approaches to studying change.
	HOD-883CP Advanced Research Methodologies: Critical Participatory Action Research 2 or 4 semester credits This course introduces the student to critical participatory action research (CPAR) approaches that foster deep collaborations between “community members” and “researchers.” Participants explore CPAR as a potentially powerful methodology for community empowerment and social change. Although the focus will be on the methods used to engage groups in collective inquiry, analysis, and action, exploration will be grounded in a foundational understanding of critical theories and of the social, political, and institutional contexts that shape CPAR projects. Pre-requisites: HOD-802 Delivery Method: Online Grading Default: Letter Learning Outcome(s): Demonstrate knowledge of the principles of Critical Participatory Action Research. Develop written plan for CPAR project that examines phenomena from various perspectives and demonstrates awareness of structural inequality.
	HOD-883EH Advanced Research Methodologies: Ethnography 2 or 4 semester credits This course includes advanced studies and applied research projects designed to develop skills in Ethnography and its approaches. Like the other advanced research modules numbered 883XX students will be expected to learn a particular research method in depth, in this case Ethnography. Students will experience Ethnography as a methodology, as a way of seeing, and as a way of engaging with social reality. Students will understand the skills that will need to be developed in order to successfully complete an Ethnography. Students will also learn if ethnography suits their intellectual projects and personal styles of academic engagement. Pre-requisites: HOD-802 Delivery Method: Online Grading Default: Letter Learning Outcome(s): Critically examine the assumptions and examples of ethnography as a research method. Demonstrate an understanding of the principles of three or more major theories of anthropology as related to ethnographic research methods and the differences between them. Apply an understanding of ethnography to research for the Concept Paper, Proposal, and/or Dissertation.
	HOD-883GT Advanced Research Methodologies: Grounded Theory 2 or 4 semester credits Grounded theory methodology is particularly appropriate for mapping out and understanding processes of change and development. The methodology aims to develop theory and explore hypotheses in the manner of empirical research. Grounded theory is particularly appropriate to inquiry about processes that are not well understood, and gaining insight about the ways in which dynamics are linked, resulting in important contribution to knowledge. The methodology can apply at various levels of inquiry, from the individual, to the group, to the organization, and even to the community. Grounded theory can be used to map out the pathways by which a spectrum of participants goes through a change from one stage of development or identity to another. At the group level, grounded theory can provide insight about group formation, group stages of collaboration, the dynamics of meetings, ways of making group decisions, processes by which groups learn or develop trust or map out a strategy. The methodology provides excellent tools for the examination of the pathways, stages, and sequences that may involve change and transformation in groups, including the dissolution of groups. At the organization level, grounded theory can examine patterns of promotions, hiring processes, strategy development stages and processes, ways of implementation of decisions, types and paths of communications in organization systems, processes of adoption of new technologies or practices, project and program development cycles, performance evaluation process, and much more. The exploration will include the clarification of the research, the disciplined collection of data, the dynamic reflection on the data via memoing, the analysis of the data with different coding schemes (Axial and Theoretical coding), and the formulation and validation of theory. Pre-requisites: HOD-802 Delivery Method: Online Grading Default: Letter Learning Outcome(s): Developing clear understanding of change processes and how to formulate grounded theory. Engaging data collection dynamically with data analysis though reflective practice of writing or “memoing” and developing coding strategies for organizing data collection. Demonstrate capacity to support theoretical ideas and claims with empirical data in process of theory formation.
	HOD-883LR Advanced Research Methodologies: Liberatory Research 2 or 4 semester credits This advanced studies course examines the emancipatory potential of research and praxis, particularly within an ever-changing globalized world. The course is deeply rooted in social justice, and it underscores liberatory research as an approach to understanding knowledge production, ways of knowing, questions of epistemology, and methodological inquiry. With a strong emphasis on social change and transformation, the course engages a range of critical, multi-disciplinary, conceptual and theoretical perspectives for research as praxis. Some of these perspectives include: Feminist theory, queer theory, theories of race and ethnicity, among others. Pre-requisites: HOD-802 Delivery Method: Online Grading Default: Letter Learning Outcome(s): Understand the ways in which liberatory research challenges conventional ways of thinking about knowledge. Apply liberatory research to global and local problems such as, systems of power. Challenge taken-for-granted assumptions about theory, research, and praxis.
	HOD-883NI Advanced Research Methodologies: Narrative Inquiry 2 or 4 semester credits This course will examine Narrative Inquiry’s (NI) epistemology, assumptions and aims. Informed by feminism and critical theory, NI counteracts a dominant paradigm that privileges only a few voices. Through narrative life voices of those marginalized emerge. Narratives provide coherence to human experience and have a central role to communicate this to others. Storytelling is a powerful tool to collect data and gather information. Narrative research studies the whole person in context and taps in to emotional material and memories to reveal patterns of making meaning Narrative inquiry, as a methodology, does not superimpose the majority paradigm on people’s stories. Students review narrative research, learn how to develop research questions, criteria for selecting participants, and methods for collecting and analyzing stories. They also complete a mini narrative research project, conducting a short literature review, methodology protocol, collecting interviews and analyzing them. Related methodologies such as organic and co-inquiry will be reviewed. Skill development, meaning-making, and stand-point in knowledge creation and development will be emphasized. Pre-requisites: HOD-802 Delivery Method: Online Grading Default: Letter Learning Outcome(s): Explain the epistemology of narrative inquiry. Find and document narrative inquiry methods from current research journal articles. Create an interview protocol, collect data and do a data analysis to create themes.
	HOD-883PG Advanced Research Methodologies: Phenomenography and Variation 2 or 4 semester credits This inquiry approach, originally developed in Sweden, captures, analyzes, and graphically represents variations in ways that people experience and make meaning of phenomena in education, social change, politics, health care, organizations, technology, and other areas where there is a need for positive change. This course integrates project-based learning with critical reading of classical literature (Marton, F., & Booth, S. (1997). Learning and awareness. Mahwah, NJ: Lawrence Erlbaum) and current research related to the student’s interests. Practitioners and academics use this approach to address today’s complex, often divisive, issues. It promotes new understandings and enables shared actions to promote positive change. Pre-requisites: HOD-802 Delivery Method: Online Grading Default: Letter Learning Outcome(s): Design, implement, and document a phenomenographic research project. Critically analyze and compare research literature. Demonstrate diversity values in all aspects of the research project and literature critique.
	HOD-883PH Advanced Research Methodologies: Phenomenology 2 or 4 semester credits This course includes advanced studies and applied research projects, designed to develop skills in specific research methodologies and approaches. All the advanced research modules numbered 833XX are designed to enable students to learn a particular research method in depth. This module introduces the domains of phenomenology and hermeneutics through experientially grounded activities that display the foundations and orientation of interpretive ways of knowing. Through understanding the epistemological promise of interpretive phenomenology, we aim to reveal the research potentialities and personal challenges of working within this culture of inquiry. By drawing upon insights from applied studies in the human, social, organizational and educational sciences, we hope to show the efficacy of approaching any phenomenon from a phenomenological perspective. Pre-requisites: HOD-802 Delivery Method: Online Grading Default: Letter Learning Outcome(s): Understanding of core ideas of Phenomenology Application of Phenomenology in research and scholarship
	HOD-883QA Advanced Research Methodologies: Advanced Qualitative Methods 2 or 4 semester credits This course includes advanced studies and applied research projects, designed to develop skills in specific research methodologies and approaches. All the advanced research modules numbered 883XX are designed to enable students to learn a particular research method in depth. This module is designed to provide skill development for students using qualitative data analysis at the dissertation level. It requires intensive training using conventional and innovative qualitative techniques as well as training in related software tools. Pre-requisites: HOD-802 Delivery Method: Online Grading Default: Letter Learning Outcome(s): Understanding of variation of advanced qualitative methods Selections of specific methodologies based on context and research question Application of qualitative research techniques and tools
	HOD-883ST Advanced Research Methodologies: Advanced Quantitative Methods 2 or 4 semester credits This course includes advanced studies and applied research projects, designed to develop skills in specific research methodologies and approaches. All the advanced research modules numbered 883XX are designed to enable students to learn a particular research method in depth. This module includes an overview of quantitative research techniques, emphasizing experimental, quasi-experimental, descriptive, analytical and mix- methods designs. The concepts of sampling, normal distributions, and tests of significance will be dealt with in depth and will be introduced in November. Special emphasis will be placed on connecting research designs and statistical tests appropriate for each design. Included in the course is an overview of the planning, executing, and writing up of quantitative research studies. Students will also develop an ability to critically evaluate the generalizability of research studies for decision- making. Pre-requisites: HOD-802 Delivery Method: Online Grading Default: Letter Learning Outcome(s): Understanding of variation of advanced quantitative methods Selections of specific methodologies based on context and research question Application of quantitative research techniques and tools
	HOD-883WC Advanced Research Methodologies: World Cafe 2 or 4 semester credits The World Café is a dialogic process that relies on creating a co-evolving network of conversations to foster collaborative learning and knowledge creation. With its focus on co- generative understanding around key questions that matter, it also has significant value as a research methodology. Focuses on design principles of World Cafés, with research questions at the core. Explores context setting for World Cafés together with the context- bound nature of knowledge generated, featuring research design for actionable knowledge. Develops an understanding of role relationships of the researcher in a World Café setting. Featuring a learning-by-doing approach, explores interpretation and sense-making of the resultant knowledge generated, together with other epistemological issues that recognize process understanding, and context setting for collaborative inquiry. Pre-requisites: HOD-802 Delivery Method: Online Grading Default: Letter Learning Outcome(s): Understanding of design principles and core conceptual basis of The World Café. Understand World Café process by engaging in a World Café. Interpret and make sense of the knowledge generated in World Café.
	HOD-890 HD Comprehensive Assessment 4 semester credits This course demonstrates a student’s readiness to begin the dissertation and includes a critical analysis of academic literature in one or more Human Development areas and/or in the area of a student’s concentration. Students demonstrate their ability to read, comprehend, summarize, and critique scholarly work. Students develop a comprehensive assessment plan/registration form that is reviewed and approved by the faculty mentor. The student submits the plan and a copy of the mentor’s approval to administration. The essay may be no more than 25 pages in length, including references and appendices. It must adhere to APA V.6 formatting. Two faculty readers review the comprehensive essay with expertise in the area of the student’s essay. It must be completed and accepted before the student’s dissertation proposal approval can be posted. Pre-requisites: HOD-810 , HOD-881 , HOD-882 , and at least 20 additional elective credits Delivery Method: Online Grading Default: Credit/No Credit Only Learning Outcome(s): Critically analyze and synthesize theoretical perspectives relevant to the student’s area of dissertation interest Write a scholarly paper that presents a scholarly argument relevant to a human development topic and/or the student’s concentration.
	HOD-891 ODC Comprehensive Assessment 4 semester credits This course demonstrates a student’s readiness to begin the dissertation and includes a critical analysis of academic literature in one or more Organizational Development & Change areas and/or in the area of a student’s concentration. Students demonstrate their ability to read, comprehend, summarize, and critique scholarly work. Students develop a comprehensive assessment plan/registration form that is reviewed and approved by the faculty mentor. The student submits the plan and a copy of the mentor’s approval to administration. The essay may be no more than 25 pages in length, including references and appendices. It must adhere to APA V.6 formatting. Two faculty readers review the comprehensive essay with expertise in the area of the student’s essay. It must be completed and accepted before the student’s dissertation proposal approval can be posted. Pre-requisites: HOD-810 , HOD-881 , HOD-882 and at least 20 additional elective credits Delivery Method: Online Grading Default: Credit/No Credit Only Learning Outcome(s): Critically analyze and synthesize theoretical perspectives relevant to the student’s area of dissertation interest Write a scholarly paper that presents a scholarly argument relevant to an organizational development and change topic and/or the student’s concentration.
	HOD-892 HD Dissertation Seminar 4 semester credits This seminar is required of all HD doctoral students to ensure that they have the skills for doctoral work. Seminar groups provide peer support for concept design, dissertation development, and the dissertation process. Pre-requisites: HOD-810 , HOD-881 , HOD-882 , and at least 20 additional course credits Delivery Method: Online Grading Default: Credit/No Credit Only
	HOD-893 ODC Dissertation Seminar 4 semester credits This seminar is required of all OD&C doctoral students to ensure that they have the skills for doctoral work. Seminar groups provide peer support for concept design, dissertation development, and the dissertation process. Pre-requisites: HOD-810 , HOD-881 , HOD-882 , and at least 20 additional course credits Delivery Method: Online Grading Default: Credit/No Credit Only
	HOD-896 Dissertation Pilot Study 2 semester credits The Pilot Study, is designed as a test of the data collection and analysis methods of the dissertation study. The purpose is to try out the research design, process, and the preliminary analysis in advance of full dissertation research. By testing things out, you can anticipate and overcome various pitfalls of data collection and analysis related to whatever research methodologies and methods are being used in your inquiry. Whether one is using a survey questionnaire, gathering data through interviewing, examining documentary evidence in published texts, or applying any other data collection method, it is essential to do a limited test in advance. Pre-requisites: HOD-810 , HOD-881 , HOD-882 , HOD-897 (Concept Paper approval) Delivery Method: Online Grading Default: Credit/No Credit Only
	HOD-897 Dissertation in Progress 0 semester credits Completion of this course signifies the student has an approved concept and is working on building a full dissertation committee and their dissertation proposal. Delivery Method: Online Grading Default: Credit/No Credit Only
	HOD-898 Final Oral Review of Dissertation 0 semester credits Signifies completion of the public defense of the dissertation. Pre-requisites: HOD-PA Delivery Method: In person/Blended Grading Default: Credit/No Credit Only
	HOD-899 Dissertation Completion 10 semester credits Completion of this course signifies the full dissertation committee has reviewed the final draft of the dissertation and has indicated it is ready to be proofread and prepared for filing. Pre-requisites: HOD-898 Delivery Method: Online Grading Default: Credit/No Credit Only
Infant and Early Childhood Development
	IECD-PA Dissertation Proposal Approval 4 semester credits During the first part of the dissertation process, a faculty member (dissertation chair) guides the student in the steps necessary for reviewing and approving the proposal by the doctoral dissertation committee and the Institutional Review Board (IRB). Credits for this activity are obtained once the student has introduced all the recommendations given by the chair, the Dissertation Committee, and the IRB, and all these three counterparts approve the final dissertation proposal. Pre-requisites: IECD-794 Delivery Method: Online Grading Default: Credit/No Credit Only
	IECD-499 Foundations of Doctoral Study - Reflective Adult Learning 4 semester credits New student orientation to the IECD doctoral program is an in-person session between incoming students and doctoral program faculty. This is a core orientation course for all students participating in the PhD Program. At the orientation, the faculty works with you to: assess your academic readiness; evaluate your research, personal skills and learning resources; facilitate your understanding of Fielding’s learning model and delivery method, set your academic and professional goals; and develop your support group of faculty and peers. Topics include: curriculum structure, personal goals and planning, mentorship and self-reflection, case presentations and overarching developmental perspective of an integrated bio-psychosocial model. This course devotes itself to understanding the tools for studying and time management, video presentations, different faculty roles, and reviewing a range of cases that equip students with tools to build their professional futures. At orientation, students begin work on their learning plan - a personal map through the learning process. The learning plan takes into account each student’s previous academic accomplishments as well as personal, professional, and academic goals. It includes a preliminary outline for the action- oriented research project that will ultimately become a dissertation. The learning plan should be submitted for approval within 30 days after the conclusion of the in-person orientation. However, the learning plan is a living document that students and their faculty mentors review on a regular basis. Delivery Method: In person/Blended Grading Default: Letter Learning Outcome(s): Students successfully completing this course will be able to: Navigate the Moodle site. Use the myFielding site. Run searches in Library Services. Assess themselves in the areas of learning styles, self-directedness, critical thinking, Doctoral Level Competencies, and other areas related to completing doctoral studies. Explore possible dissertation topics. Create a Learning Plan.
	IECD-520 Human Development 4 semester credits This course introduces students to the theoretical constructs of a comprehensive conceptual framework, through a bio-psychosocial model, to understand healthy and disordered infancy and early childhood development. The course gives students an overview of the framework’s practical application in understanding and promoting normative child development, working with caregivers, professionals, and families, and of how development impacts the provision of services to children with a range of difficulties. The course combines lectures, reading materials, group discussions, videotaped examples, and related assignments to achieve its learning objectives. Delivery Method: Online Grading Default: Letter Learning Outcome(s): Develop a working understanding of human development within an integrated context of biology, psychology, and experience. Develop an understanding of the complex process of human development in regard to: Biology Psychology Human Experience The integration of the above Demonstrate knowledge of Greenspan’s stages of building healthy minds. Demonstrate an understanding of the impact of context and culture on human development.
	IECD-521 Infant and Early Childhood Mental Health 4 semester credits This is a core course introducing infant and early childhood mental health. The course will focus on defining the discipline of infant and early childhood mental health, trace the historical emergence of the field, reviewing key contributors and changes in focus over the past few decades. It will also introduce how infant and early childhood mental health specialists assess and treat the parent-child dyad and triad in cultural and social contexts. Use of video, key readings and class discussion will be used to integrate the content. Additionally, students will learn about the field through self-directed learning projects that they will share with our class. Delivery Method: Online Grading Default: Letter Learning Outcome(s): Students successfully completing this course will be able to: Discuss the historical foundation of the infant and early childhood mental health field. Discuss the contributions of key figures in the IECMH field. Describe assessments used by infant and early childhood mental health specialists. Recognize key elements of IECMH treatment in response to typical infant and toddler mental health issues. Describe recent trends in the IECMH field. Express appreciation for social and cultural issues in IECMH with broad populations of infants and their families.
	IECD-522 Sensory-Motor Development 4 semester credits This course provides students with basic background information on the history, neuroscience foundations, the different developmental models and theoretical constructs involved in understanding gross and fine motor development, as well as the sensory processing mechanisms that occur during infancy and early childhood. The course combines lectures, reading materials and videotaped examples to achieve its learning objectives. Delivery Method: Online Grading Default: Letter Learning Outcome(s): Students successfully completing this course will be able to: Discuss and analyze major theories of motor and perceptual development with reference to normal development and intervention for children with challenges. Discuss intervention theories and their underlying assumptions. Assess and make explicit their own assumptions underlying clinical judgment and intervention in motor and perceptual development or the influence of perceptual development on their own area of clinical expertise. Discuss 10 “general developmental issues that are broadly relevant to developmental science” (Adolph & Robinson, 2015) and their influence in clinical populations.
	IECD-523 Language Development 4 semester credits This course provides students with an introduction to models of typical language acquisition and describes the progression from pre-linguistic communication to linguistic complexity. The course focuses on developmental approaches to the study of atypical language strengths and challenges seen in different groups of children with language disorders. Students are introduced to the area of language disorders in children by considering the impact of challenges in developmental domains such as cognitive, social, and affective capacities on the development of language. The course combines lectures, reading materials and videotaped examples to achieve its learning objectives. Delivery Method: Online Grading Default: Letter Learning Outcome(s): Students successfully completing this course will be able to: Describe the social, affective, cognitive, and communication pre-cursors to the child’s use of his/her first words. Describe the major developments in speech, language, and communication from the single word period to the multi-verb stage of language. Apply information presented on typical language acquisition to the description of children who are presenting challenges in the development of speech, language and communication. Evaluate and discuss how communication and language development can be supported in both children with typical language acquisition and those presenting challenges in the development of speech, language, and communication.
	IECD-524 Developmental Disabilities 4 semester credits This is a core course that will focus on understanding developmental disabilities. Developmental disabilities will be discussed in terms of the core challenges to the child and the family. Disabilities will be discussed from a framework that will involve physiology, emotionality, cognition, and behavior. The class will learn how to manage disabilities in the family as well as other systems in which the child participates. Delivery Method: Online Grading Default: Letter Learning Outcome(s): Student successfully completing this course will be able to: Learn about the history and treatment of developmental disabilities in the United States. Discuss developmental disabilities cross culturally. Learn about the basic concepts of learning disabilities. Identify and discuss the impact of developmental disabilities on the family and the larger community.
	IECD-526 Cross-Cultural Understanding 4 semester credits In this course, students will examine parent-child relationships in different cultures across the world. They will be able to describe the independent versus interdependent goals of parenting in different cultures and compare specific cultures. They will also discuss typical and atypical development of children in different cultures. Students will learn about parenting practices that are different from Western parenting practices. Emphasis will be on leadership skills that promote cultural responsiveness and diversity. Students will also learn about different social policies that different cultures have regarding children’s mental health. Delivery Method: Online Grading Default: Letter Learning Outcome(s): Students successfully completing this course will be able to: Develop an awareness of their own culture and biases. Influences include: family dynamics, geography, and life experiences. Closely observe clients and/or families to identify similarities and differences that influence effective ways to engage them. Become aware of one’s sensitivity to the “other” culture; be able to suspend judgments. Acknowledge how and when applicable laws/rules must be obeyed and work to talk with clients as needed.
	IECD-527 Law, Policy and Advocacy 4 semester credits Fielding Graduate University emphasizes leadership development, social and economic justice, and environmental sustainability. Drawing on the specialized knowledge and skill gained from IECD courses and practitioner experience, this course emphasizes development of leaders through effective advocacy in law, policy, and program development decisions to ensure all children and families can maximize each child’s success. Although the US Individuals with Disabilities Education Act (IDEA) forms the foundation for this course, students are encouraged to research relevant laws and regulations in their home regions and to make practical recommendations to improve policies and programs, transdisciplinary collaborations, and parent engagement. The course encourages students’ public advocacy and leadership on behalf of children and families in their communities, workplaces, and society at large. Delivery Method: Online Grading Default: Letter Learning Outcome(s): Students successfully completing this course will be able to: Articulate key elements of Parts B and C of IDEA, or their country’s laws related to young children with developmental disabilities, as they pertain to covered services, provider qualifications, performance measures, and funding for early intervention, rehabilitation, and educational services for young children (birth to 8 years). Identify resources, local and online, within their own state/country, and know how to access them to help parents successfully advocate for needed services for their children birth to eight with developmental delays/disabilities. Discuss opportunities to foster collaboration with other agencies in the health, educational, and child welfare systems to maximize funding and services for young children. Define the policy issues and actions to take in student’s home state/country to take a leadership role to change policy and practice (including family engagement) as needed to improve early intervention and school requirements. Increase their sensitivity to both family desires and goals for their child/ren and cultural norms around interpretation and implementation of law and policy within the community and school.
	IECD-528 Sensory-Motor Intervention 4 semester credits This course provides an opportunity to apply concepts and observational skills related to motor development and sensory processing mechanisms. Students will be responsible for presenting their work relating to sensory-motor processing in children with whom they have worked. This course primarily focuses on discussion of the participant’s experiences with reading materials and videotapes provided to achieve its learning objectives. Pre-requisites: IECD-522 Delivery Method: Online Grading Default: Letter Learning Outcome(s): Students successfully completing this course will be able to: Discuss and analyze video data from therapy and of typical development. Discuss and develop intervention strategies while making the underlying assumptions for the strategy explicit. Assess and make explicit their own assumptions underlying clinical judgment and intervention in motor and perceptual development.
	IECD-529 Language Intervention 4 semester credits This course provides an opportunity to apply concepts and observational skills related to language development learned in previous courses. Students will be responsible for presenting their work relating to language intervention in children with whom they have worked. This course primarily focuses on discussion of the participant’s experiences with reading materials and videotapes provided to achieve its learning objectives. Pre-requisites: IECD-523 Delivery Method: Online Grading Default: Letter Learning Outcome(s): Students successfully completing this course will be able to: Describe the areas to consider when assessing a child’s communication during natural observations. Apply information learned about typical language acquisition to the description of children who are presenting challenges in the development of speech, language, and communication. Understand how to support the development of foundational capacities for communication and language development. Evaluate and discuss how communication and language development can be supported in both children presenting challenges in the development of speech, language, and communication.
	IECD-531 Maltreatment Trauma and Loss 4 semester credits This cross-cultural class focuses on child maltreatment, trauma, and loss. We currently live in a world in which there are few places that are without some type of violence and deprivation that are depriving families of their right to live in peace and safety. There are children across the world who live under conditions of deprivation including starvation, danger, poor education, and poor health care. Children across cultures are losing their caregivers and do not have the opportunities to live in caring and loving families in the context of supportive community environments and larger cultural systems. We are recognizing that there is a relationship between conditions of maltreatment, trauma, and loss and the development of later psychopathology. It will also focus on the effect of these experiences on development through later childhood and the impact on the family. Topics including neurodevelopment (nature/nurture, developmental sequences, sensitive and critical developmental periods) will be studied and the effect of trauma, maltreatment, and loss will be discussed in the context of each of these factors. Delivery Method: Online Grading Default: Letter Learning Outcome(s): Students successfully completing this course will be able to: Develop an understanding of the definitional issues in child maltreatment. Develop an understanding of transactional theory and its relevance to the development of child maltreatment. Develop an understanding of the intergenerational transmission of child maltreatment. Develop an understanding of the antecedents of child maltreatment through parent-child relationships. Develop an understanding of prevention in child maltreatment.
	IECD-536 Statistics I 4 semester credits This basic course reviews concepts in introductory statistics, including descriptive statistics, basic probability theory, sampling distributions and the Central Limit Theorem; the binomial, normal, Student, chi-square, and F distributions; and techniques of 1- and 2- sample tests, linear regression, correlation, an introduction to analysis of variance and selected nonparametric procedures. It discusses the application of these concepts by analyzing peer-reviewed articles focusing on Infant Mental Health and Developmental Disorders research. Delivery Method: Online Grading Default: Letter Learning Outcome(s): Students successfully completing this course will be able to: Choose an analysis appropriate to the following designs/study types and properly conduct and report the analysis using APA guidelines: a. Population studies b. Correlational study c. Comparison of two means (related and unrelated) d. Comparison of more than two means (related and unrelated) e. Comparison of two or more means with multiple factors f. Determination of linear effects on factors
	IECD-537 Research and Design 4 semester credits This is an advanced class in designing, conducting and reporting research. The course focuses on giving students practical experience in various critical aspects of conducting scientific research. Delivery Method: Online Grading Default: Letter Learning Outcome(s): Students successfully completing this class will be able to: Understand basic concepts and terms associated with empirical research. Understand advantages and disadvantages of common research designs. Know what general statistical tests can be applied to common research designs. Read and understand academic research articles. Write a testable hypothesis and design an experiment to test said hypothesis. Understand how to write an academic report of a research study.
	IECD-538 Statistics II/Practice 4 semester credits This course introduces concepts in inferential statistics and builds on Statistics I by reviewing more in depth how to apply the basic concepts acquired in the previous course for statistical analysis of data in the context of Infant Mental Health and Developmental Disorders research. It introduces students to the use of computers for advanced data analysis (e.g., multiple regression, analysis of variance, factor analysis). Pre-requisites: IECD-536 Delivery Method: Online Grading Default: Letter Learning Outcome(s): Students successfully completing this course will be able to: 1. Prepare data for statistical analysis, including a. Cleaning (identifying and repairing data entry and other errors) b. Screening the data for violations of assumptions c. Identifying outliers 2. Select appropriate inferential approaches for analyzing quantitative data from different types of research designs a. Parametric-within and between subject designs b. Non-parametric (distribution free) 3. Utilize SPSS to perform descriptive and inferential analyses 4. Interpret statistical results to evaluate research hypotheses 5. Explain your findings to others who may not know much about statistics.
	IECD-539 Qualitative Research/Practice 4 semester credits This course in qualitative research will provide the student with a foundation for understanding the theory and methods of qualitative research design, data collection and analysis. Hands-on experiences will be used to illustrate the strengths and challenges of including ethnographic, focus group, structured and unstructured interviewing video/audiotape, and other approaches in empirical research and program evaluation activities. Evaluation will consist of several individual introductory data collection and/or analysis assignments, a short midterm test of concepts and methods, and a final small group project. Pre-requisites: IECD-536 Delivery Method: Online Grading Default: Letter Learning Outcome(s): Students successfully completing this course will be able to: Understand the culture and essence of Qualitative Research. Demonstrate an understanding of the primary assumptions of quantitative and qualitative research. Describe the historical events that renewed the interest in qualitative research in the 1970s. Identify the essential features of the following qualitative approaches: Phenomenology, Grounded Theory, and Ethnography. Develop a working knowledge of the following terms: quantitative research, qualitative research, theoretical sampling, saturation, researcher bias, member check, and trustworthiness as it relates to qualitative research. Identify resources in the literature and the Fielding Library related to qualitative research. Identify competencies needed to conduct a qualitative research project. Identify a topic to research with qualitative methods.
	IECD-550 Social-Emotional Development 4 semester credits This course provides basic background information on the history, neuroscience foundations, the different developmental models and theoretical constructs involved in understanding the different aspects of social-emotional development occurring during infancy and early childhood, both in normal and disordered functioning. The course combines lectures, reading materials and videotaped examples to achieve its learning objectives. Delivery Method: Online Grading Default: Letter Learning Outcome(s): Students successfully completing this course will be able to: Explain the philosophical origins of the idea that emotions need to be regulated or controlled in order for an individual to thrive. Explain an interpersonal model of emotional development and regulation in infants and young children. Explain the basic principles of the functional/emotional model of development and the role of emotions in the development of symbols and intelligence. Understand the ways in which increasingly complex and textured emotional interactions with caregivers promote symbolic development and progress in functional emotional development. Explain the benefit of the functional/emotional model for both assessments and intervention. Describe how each functional emotional developmental capacity contribute to emotional, intellectual and societal development (i.e., what does it enable the child to do in each of these areas). Explain what it means to say that disorders like autism, ADHD, or conduct disorder are downstream phenomena, and the implications of this developmental pathways model for assessment and intervention. Explain the concept of Secondary Altriciality and its bearing on our views about the role of certain types of caregiving experiences on a child’s development, especially in earliest infancy. Explain the role that emotions and emotional signaling plays in language development, and the implications of this understanding for our views about genetic determinism in general. Explain how emotions serve as the orchestra leader for the mind’s many functions. Describe the social, political and global implications of examining human development through the life-span functional emotional developmental perspective.
	IECD-551 Social-Emotional Development Intervention 4 semester credits This course provides an opportunity to extend and apply concepts and observational skills that were developed in IECD-550 related to social-emotional development. Students will be responsible for presenting their work relating to social-emotional development in children with whom they have worked. This course primarily focuses on discussion of the participant’s experiences with reading materials and videotapes provided to achieve its learning objectives. Pre-requisites: IECD-550 Delivery Method: Online Grading Default: Letter Learning Outcome(s): Students successfully completing this course will be able to: Demonstrate awareness of their own social emotional learning (SEL) skills. Be able to apply their awareness of SEL skills in their professional contexts. Be able to demonstrate the application of SED principles in interventions with infants, early childhood, and caregivers. Recognize the impact and value of emotions in their work with infants, toddlers, and their caregivers. Demonstrate an understanding of social emotional competencies and how these can be used in the field of infancy and early childhood. Integrate social emotional skills into their personal practice. Develop interventions for children and their caregivers based on their awareness and choice of social emotional competencies that are relevant to the needs of these constituents. Be able to deliver a quality presentation on a topic of their choice related to social emotional development of children and their caregivers. Incorporate self-reflection into case presentations, assignments, and written comments.
	IECD-561 Infant Mental Health Intervention and Practices 4 semester credits This course emphasizes clinical practices that are evidence based and effective in the prevention and treatment of relationship disruption, adverse childhood events, and early regulatory issues. Emphasis will be put on the role of cultural sensitivity, reflective process, and family-based interventions. Clinical interventions Trauma related outcomes Regulation and regulatory disorders Relationship-based interventions Culturally-based interventions Reflective practice and supervision evidence Pre-requisites: IECD-521 Delivery Method: Online Grading Default: Letter Learning Outcome(s): Describe the breadth and depth of clinical interventions for commonly recognized mental health issues in infancy Discuss symptoms, interventions, and outcomes related to adverse traumatic experiences Detail early regulatory issues and interventions that impact later mental health outcomes for high-risk infants Compare and contrast current evidence based, relationship-based interventions used in infant mental health Integrate a culturally sensitive approach into one’s own practice Utilize a reflective stance in all class discussions, written documents and class exercises Apply reflective, culturally sensitive, relationship-based approaches to one’s own leadership stance
	IECD-562 Educational and Cognitive Development 4 semester credits This course surveys the history, neuroscience foundations, the different developmental models and theoretical constructs essential to a working knowledge of the salient aspects of cognitive development. Critical learning opportunities occurring during infancy and early childhood, along both typical and divergent developmental trajectories are identified with attention to the translation of theory into practice and the process of clinical reasoning. While the focus of the course is cognition, its relationship to the other domains of development is explored. The course combines lectures, reading materials, videotapes, and cases and clinical applications to achieve its learning objectives. Delivery Method: Online Grading Default: Letter Learning Outcome(s): Students who successfully complete this course will be able to: Define and differentiate between three models of cognition. Articulate theories of the origins of intelligence. Explain the neurodevelopmental and sensory underpinnings of cognition. Outline the stages and central concepts that define the cognitive models of Piaget and Vygotsky. Discuss the role of affect in the unfolding of cognition. Discuss the development of memory and language. Explain two current techniques used to measure intelligence. Discuss two models of early education.
	IECD-563 Educational and Cognitive Development Intervention 4 semester credits This course provides an opportunity to apply concepts and observational skills related to cognitive development that were developed in IECD-562 . Students will be responsible for presenting their work relating to educational and cognitive development in children with whom they have worked. This course primarily focuses on discussion of the participant’s experiences with reading materials and videotapes provided to achieve its learning objectives. Pre-requisites: IECD-562 Delivery Method: Online Grading Default: Letter Learning Outcome(s): Students who successfully complete this course will be able to: Define and apply concepts and strategies to support children’s development. Define and apply strategies that relate to particular developmental profiles. Track developmental progress. Memorialize and communicate what has happened within a session, and strategize for the future. Self-reflect.
	IECD-564 Visual Spatial Processing Development 4 semester credits This course is designed to provide students with an understanding of Visual/Spatial Thinking throughout typical development. It covers literature that provides historical, neurological and educational perspectives. It explores Piaget’s constructivist approach and applications for developing Visual/Spatial thinking. Relationships between visual, sensory motor and logical thinking are explored as foundations for learning. Practical applications of the “Thinking Goes To School” curriculum are reviewed within the context of therapeutic and educational settings for children with developmental challenges. The course combines lectures, reading materials and videotaped examples to achieve its learning objectives. Delivery Method: Online Grading Default: Letter Learning Outcome(s): Students successfully completing this course will be able to: Define visual/spatial thinking and its role in social and academic learning throughout development. Describe visual/spatial thinking and relationships with vision, speech, sensory motor functioning, concrete and abstract reasoning. Discuss constructivism and other educational approaches supporting skill development. Describe and demonstrate knowledge of visual/spatial thinking within your discipline and/or biography based on theoretical frameworks and practical applications covered in this course.
	IECD-565 Visual Spatial Processing Development Intervention 4 semester credits This course continues to focus on the concepts that were developed in IECD-564 . Students will have the opportunity to present their work relating to the development of visual spatial processing with children with whom they have worked. This course primarily focuses on discussion of the participant’s experiences with visual spatial functioning and includes readings and videotapes to achieve its learning objectives. Pre-requisites: IECD-564 Delivery Method: Online Grading Default: Letter Learning Outcome(s): Students successfully completing this course will be able to: Apply knowledge based on theoretical understanding of visual spatial processing development to identify and support a child’s visual spatial problem solving abilities through implementation of the TGTS curriculum. Experience and articulate one’s own visual spatial processing abilities using activities from the TGTS curriculum. This is a core skill that serves as a foundation for supporting the visual spatial processing of others. Utilize knowledge of constructivist and DIR principles to understand and facilitate a child’s critical thinking involving their visual spatial processing. Discuss relationships between a child’s visual spatial processing and their academic and social learning.
	IECD-566 Family Systems Theory and Functioning 4 semester credits This course provides basic background information on the history, as well as the different developmental models and theoretical constructs involved in understanding the different aspects of family functioning–especially parental development over time–and their impact on child development during infancy and early childhood, with an emphasis on typical parental functioning. The course combines lectures, reading materials, and videotaped examples to achieve its learning objectives. Delivery Method: Online Grading Default: Letter Learning Outcome(s): Students successfully completing this course will be able to: Describe the basic concepts of parent development among typically developing adults (to serve as a template and backdrop for later understandings of developing pathology). Recognize the early parent-child relationship as a unit of development, observation, assessment, and intervention. Recognize the all-important role of state and self- and mutual regulation among all participants in our work, clinician-parent, parent-parent, and parent-child. Appreciate the roles of parallel process, and of reflection and reflective supervision. Be aware, sensitive, and informed about realities of family systems in different cultures. Explain the basics of family systems theory. Apply enhanced learning skills in the work environment. Develop a clinical understanding of the importance of a strength-based focus. Possess greater insight into how to reach the hard-to-reach parent. Recall the names and describe the salient ideas of several important contributors to the fields of adult and parent development, including those who initiated ecological and family systems perspectives.
	IECD-567 Family Systems Theory and Functioning Intervention 4 semester credits This course provides an opportunity to integrate and apply the conceptual and theoretical constructs to a current practice or work place experiences. The focus is on adult/parent developmental models and theoretical constructs, family and ecological systems theories, and the neuro-scientific foundations involved in parent-child relationships. This course primarily focuses on discussion of the participant’s experiences and includes reading materials and videotapes provided to achieve its learning objectives. Pre-requisites: IECD-566 Delivery Method: Online Grading Default: Letter Learning Outcome(s): Students successfully completing this course will be able to: Describe basic concepts in applying family systems theory as studied in prerequisite(s). Gain a more integrated conceptualization of parallel process as it applies to reflective practice in family-oriented work. In family systems application, student will gain enhanced understanding of and application of cultural similarities and differences. Student will use newly learned family systems skills and share how in class. Student will establish conceptualization as well as application of leadership in promoting a family systems approach and philosophy. Student will be able to justify integrated application of family system theory through example in discussion and writing. Understand how they can best integrate and apply family systems theory in their work and both discuss and write about it.
	IECD-568 Introduction to Brain Development 4 semester credits This course helps students to understand the relationship between the brain and social-emotional and cognitive development. Students learn how the brain develops during infancy, early childhood, and adolescence. The course reviews common methods used in the neurosciences for imaging the brain. It reviews current perspectives on experience-based brain development including issues of plasticity and critical periods in development. It discusses the role of the brain and neurotransmitter systems responsible for emotion regulation, cognitive control, communication, and reviews the brain mechanisms underlying a number of clinical problems including autism, anxiety, depression and aggression. This course reviews recently published peer-reviewed articles on brain research and neuroscience to achieve its learning objectives. Delivery Method: Online Grading Default: Letter Learning Outcome(s): The primary objective is to have students develop a working understanding of the brain and nervous system as it relates to behavior. Behavior can be considered those perceptions, emotions, responses, and actions that occur within the range of normal function, as well as those that result from diseases, disorders, and other dysfunctions in the nervous system. Students successfully completing this course will be able to: Demonstrate a working knowledge of the structures and functional mechanisms of the brain and nervous system. Express a thoughtful, integrated perspective of the brain in terms of how it relates to behavior. Demonstrate a developing understanding of how the above information may be reflected and/or applicable in real world circumstances.
	IECD-569 Individual Differences and Developmental Psychopathology 4 semester credits This course is designed for students to develop an understanding of individual differences in development. Individual differences in biological, psychological, cognitive, and cultural factors will be discussed so that students can understand how typical development helps us to understand atypical development and how atypical development helps us to understand typical development. The course provides guided independent learning, which involves extensive reading, writing assignments, online student discussions, sharing of one’s work with classmates, and responding to one another’s work. Delivery Method: Online Grading Default: Letter Learning Outcome(s): Students successfully completing this course will be able to: Gain an understanding of critical factors that affect developmental trajectories. Use class readings and discussions to assess and describe children whom they see in their individual professional practices. Gain an understanding of the research on specific individual differences by reviewing the literature on specific individual differences. Write scholarly Reviews of the Literature on an individual difference that they will share in their group discussions.
	IECD-570 Integrated Developmental Approach to Assessment 4 semester credits This advanced level course provides an opportunity to integrate the concepts and skills learned in previous first, and second level courses into a comprehensive, developmental framework that guides learning of advanced assessment, evaluation, and diagnostic skills. Students will be exposed to different diagnostic approaches, analyzing the comparative advantages for infancy and early childhood mental health and developmental disorders. Students will also review the most relevant psychological assessment tools available for infants, children, and families. The course combines lectures, reading materials and videotaped examples to achieve its learning objectives. Delivery Method: Online Grading Default: Letter Learning Outcome(s): Students who successfully complete this course will be able to: Use developmental frames to understand, conceptualize, and plan treatment goals for individuals with developmental challenges and their families. Demonstrate understanding and critique of various assessment/diagnostic approaches and issues. Consider and choose assessments/measures/methods for both clinical practice and research based on the question being asked and the theoretical frame being used. Through self-directed study, choose a topic of personal interest and develop questions surrounding it based on current literature. Demonstrate through writing, presentation, and class participation the ability to develop, critique and share ideas coherently and meaningfully with colleagues.
	IECD-571 Assessment of Children and Families 4 semester credits This course provides the students with an opportunity to formulate a comprehensive assessment of infants and young children of different ages, as well as their families, using a bio-psychosocial model. Credits for this course are obtained using a variety of infant, early childhood, and family psychological assessment tools. Graded assignments include completing assessment reports, with a format previously discussed with the assigned faculty. Delivery Method: Online Grading Default: Letter Learning Outcome(s): Students successfully completing this course will be able to: Approach the tasks of assessment with a strategy in mind that includes: identifying client, question, informants, strategies, data interpretation, giving feedback; analyzing whether that central question was answered and what work would logically follow the assessment in the area of accountability; become more aware and reflective about their own part of the assessment process. Consider the strengths as weaknesses of the three major techniques of assessment: interviewing, observing, using psychometric measures as it relates to a specific question. Work with various approaches to report writing and documentation. Feel some familiarity with reflectiveness in practice.
	IECD-572 Integrated Developmental Approach to Intervention 4 semester credits This course provides an opportunity to learn about the Infant Mental Health field. Aspects of promotion, prevention, and intervention approaches for infants and families in a variety of settings will be targeted. Clinical application, administration, reflective supervision, cross cultural approaches, policy development, interdisciplinary practice, and leadership will be addressed according to the learning and practice needs of the student. Some of the areas to be targeted are infant and early childhood mental health consultation, early intervention, private practice, home visiting and policy development. Additionally, issues of national and international workforce development, licensing and endorsement are emphasized. IMH in perinatal sites, hospitals, and clinics IMH in early intervention, and public health IMH in community mental health centers IMH in policy: state, national, and international IMH in state, national, and international organizations Models of IMH practice (e.g. infant and early childhood mental health consultation, home visiting, and private practice) Endorsement, licensing, professional issues. Delivery Method: Online Grading Default: Letter Learning Outcome(s): Students successfully completing this course will be able to: Discuss theoretical and foundations of dynamic approaches to intervention; Understand and be able to discuss the construct of mentalization and how it is used in prevention and intervention; Discuss developmental approaches to prevention and intervention; Present an in-depth discussion of the components of successful prevention and intervention programs for young children; Describe the design of a successful prevention or intervention program.
	IECD-573 Advanced Integrated Approach to Intervention 4 semester credits This course is a continuation of Integrated Developmental Approach to Intervention prerequisite. There will be an in depth understanding of intervention. This course provides an opportunity to engage in a critical analysis of theoretical concepts using the book Developmentally Based Psychotherapy (1997) by Stanley Greenspan. Through reading, reflection, forum discussions, chapter presentation, small groups and class discussion, a further understanding of development, individual differences, and relationships in the context of intervention will be targeted. Pre-requisites: IECD-570 , IECD-571 Delivery Method: Online Grading Default: Letter Learning Outcome(s): Students successfully completing this course will be able to: Discuss theoretical and foundations of dynamic approaches to intervention. Understand and be able to discuss the construct of developmentally based psychotherapy and how it applies to intervention. Discuss Greenspan’s developmental approach to adult psychopathology. Present an in-depth analysis of psychodynamic theoretical constructs as they apply to understanding strengths and challenges in young children. Describe the foundation elements of individualized intervention.
	IECD-574 Intervention in Practice 4 semester credits This course provides an opportunity for students to learn how to formulate clinical or educational case material and apply it to design a comprehensive intervention program with infants and young children, in a variety of settings (e.g., therapeutic, educational, day care, and/or home). Students will gather developmental family and other case information and then formulate a comprehensive treatment plan to address family concerns. Delivery Method: Online Grading Default: Letter Learning Outcome(s): Students successfully completing this course will be able to: Understand the definition of case formulation for intervention. Understand the components of a case formulation to guide intervention. Develop a multidisciplinary document that can be used in developmental interviews and treatment planning for intervention.
	IECD-575 Introduction to Reflective Practice/Supervision 4 semester credits This course is an introductory course on reflective practice. The goal of the class is to introduce students to the reflective process. This will be done through readings, class discussions, and activities that enable the students to be introduced to engaging in reflective practice. In this class we will define the process of reflection and relate reflection to mindfulness practice. We will discuss the components of mindfulness and apply reflection and mindfulness to the learning process. As we understand the process we will discuss the application to creating learning experiences in different settings. Delivery Method: Online Grading Default: Letter Learning Outcome(s): Students successfully completing this course will be able to: Learn the components of self-reflection and self-awareness. Have increased understanding of the benefits of Reflective Supervision and its impacts on the parallel process. Learn strategies of mindfulness and use of self to support Reflective practice experience when working with complex early childhood, family, and systems challenges. Have Reflective Supervision (RS) tools to incorporate reflective supervision/practice into educational or work environments. Engage in face-to-face interactions and obtain reflective feedback so that they can develop the skills to do reflective supervision with other professionals.
	IECD-576 Observing Babies I 4 semester credits This class will identify how we observe and assess babies. What are the critical areas that we want to focus on when we observe parent-infant interactions? How do we initiate observations of infants? How do we learn about the infant’s inner world? What are the components of the mother-observer relationship? Delivery Method: Online Grading Default: Letter Learning Outcome(s): Students successfully completing this course will be able to: Discuss key standardized assessments for newborns, young infants and toddlers. Describe the importance of context, relationships and cultural norms in choosing and utilizing observational assessments. Compare and contrast instruments that may focus on different aspects of observing infant development. Determine best practice for observational approaches. Identify different contexts in which observational approaches may be used (e.g. diagnostic, child care, clinical practice, etc.).
	IECD-577 Observing Babies II 4 semester credits In this class students will discuss their observations of parent-infant interactions. Students will be observing a parent-child interaction and will discuss their observations in group discussions. Pre-requisites: IECD-576 Delivery Method: Online Grading Default: Letter Learning Outcome(s): Students successfully completing this course will be able to: Learn the elements of constructs such as vitality affects; interactional synchrony; moments of meeting; implicit relational knowing. Have increased understanding of how and what to observe in infant - parent interaction to assess whether the relationship is supporting the health of the infant, and /or the infant is experiencing some constitutional constrictions or individual differences requiring special care. Learn strategies for thinking with parents about how to make sense of their baby’s actions and reactions. Have observation and reflection tools to bring to their work environments. Engage in discussions with each other to practice talking with parents about sensitive topics related to their baby.
	IECD-578 Developmental Needs of High Risk Newborns and Young Infants and their Families 4 semester credits This course will provide a broad-based foundation that yields expertise in support of newborns and young infants with health care needs, developmental disabilities, and those who are at risk for relationship disturbances. Using the BABIES and PreSTEPS Model, the course will focus on evidence based approaches to assessment and intervention for an infant’s body function, arousal and sleep, body movement, interaction with others, eating, and soothing. Support for families will focus on the evidence based best practices of predictability and continuity, sleep and arousal organization; timing and pacing, environmental modifications, positioning and handling and self-soothing supports. The course will include in-depth application of the Newborn and Young Infant IFSP, BABIES, PREsteps, and systems-building information through manualized information, case studies and guided application to the student’s own case load. Delivery Method: Online Grading Default: Letter Learning Outcome(s): Students successfully completing this course will be able to: Discuss the basic developmental tasks of the newborn and young infant. Compare and contrast various assessments of the newborn and young infant. Detail the importance of neurophysiologic, behavioral and emotional bidirectional relationship effects on mother/infant dyads. Discuss caregiver contributions to enhancing newborn and infant development. Conduct appropriate observations and use reflective questions regarding the newborn/young infant and their primary caregiver’s interactions. Discuss the effects of early constitutional and caregiving supports on infant regulation. Identify resources for support of the newborn and young infant and their family. Develop appropriately detailed, designed and articulated resources for families of newborns and young infants.
	IECD-579 Advanced Brain Development During Infancy 4 semester credits This is a special topics course on brain development during the first two years of life. The course is designed for students who have specific interests in typical and atypical brain development. This course will focus on current research in the areas from basic structural neurological systems of development, epigenetics (gene environment interaction), temperament, emotional self-regulation, maternal attunement, theory of mind, empathy, joint attention and the development of early symbolic thinking. Pre-requisites: IECD-568 Delivery Method: Online Grading Default: Letter Learning Outcome(s): To define and understand the brain development in relation to social emotional development in infants Normal development Problematic development To understand and articulate an understand of how culture may impact development in this area To demonstrate knowledge of the importance of the mother/primary caretaker and infant relationship, in regard to social emotional development To demonstrate an understanding of emotional communication in infants To demonstrate knowledge of the development of memory and language To have a working understanding of social skills in infancy To demonstrate knowledge of affect or emotional regulation in infants
	IECD-580 Theory and Practice of DIR/Floortime 4 semester credits This course provides an initial opportunity for students to learn about and apply the theoretical concepts of the DIR/Floortime model, and demonstrate increased competencies as a professional working with this model in clinical or educational settings. Delivery Method: Online Grading Default: Letter Learning Outcome(s): Students successfully completing this course will: 1. Have a basic understanding of the core elements of the “D” Developmental, “I” Individual and “R” Relationship Theoretical, Assessment and Intervention Model in the home and school setting. 2. Have a basic understanding of the D = Developmental-the core elements of the 6 basic functional emotional developmental capacities (FEDC’s): a. Attention and Regulation b. Engagement c. Two-Way Communication d. Complex Gestures and Shared Problem-Solving e. Emotional Ideas f. Logical Thinking 3. Be introduced to assessing the emergence and constrictions of the first 6 FEDC’s. 4. Have a basic understanding of the I = Individual-core elements of an individual profile: a. Sensory Systems b. Motor Planning and Sequencing c. Visual Spatial processing d. Language = expression and comprehension e. Medical and Biological factor f. Temperament-Emotional regulation g. Culture 5. Have a basic understanding of the R = Relationship-Role of Affect in caregiver, family, community, educational and therapeutic relationships 6. Have a basic understanding of specific Floortime™- Based principles 7. Be introduced to scientific evidence supporting the DIR® model and Floortime™ intervention 8. Observe a video clip and: a. Integrate comments from students of different disciplines b. Reflect upon the different aspects of the intervention and case conceptualization c. Use self-reflection to integrate DIR® theory and technique d. Reflect upon the work of fellow students and provide useful insights in a collaborative and non-judgmental way e. Integrate weekly readings into observations
	IECD-581 Reflective Practice/Supervision 4 semester credits This course will combine theory and practice. The course will be co-taught so that students can continue to have discussions and have practice engaging in reflective practice experiences. The course will alternate sessions each week, i.e., a class involving discussions relating to reflective practice, and then a practice class in which students will work in pairs or groups to practice reflection and to have ongoing supervision on their work. Pre-requisites: IECD-575 Delivery Method: Online Grading Default: Letter Learning Outcome(s): Students successfully completing this course will be able to: Participants begin integrating the theoretical foundation of reflective Supervision into practice. Participants will have increased understanding and confidence when using Reflective Supervision tools to incorporate reflective supervision/practice in educational or work environments. Participants will learn strategies of holding multiple perspective while providing and receiving reflective supervision facilitating cultural competence and sensitivity considering complex early childhood, family and systems challenges. Participants will have increased capacity in reflection, use of self, mindfulness and the parallel process. Participants will engage in face-to-face interactions and obtain reflective feedback so that students can develop the skills to do reflective supervision with other professionals.
	IECD-582 Advanced Reflective Practice/Supervision 4 semester credits This course will be treated as a practicum/intervention course. Students will bring in case work from their own professional experiences and their own disciplines. The focus of the course will be student-led discussions of their experiences and supervision from the instructor who will have Infant Mental Health Endorsement to ensure expertise in reflective practice. Pre-requisites: IECD-575 , IECD-581 Delivery Method: Online Grading Default: Letter Learning Outcome(s): Students successfully completing this course will be able to: Expand on reflective supervision skills one on one and in small groups. Have increased understanding of the benefits of Reflective Supervision and its impacts on the parallel process. Have increased confidence when using Reflective practice in academic and work settings. Continue to move from concepts to strategies in understanding and applying reflective practice and mindfulness in early learning programs. Integrate reflective practice in personal settings and consider strategies for balancing process and the need for accountability in programs and systems. Learn how to process multiple, competing demands and prioritize topics for reflective practice. Consider policy strategies for integrating and sustaining RS/RP into programs, policies and agencies.
	IECD-583 A Practitioner’s Toolkit: Reflective Practice and Techniques 4 semester credits This course focuses on effective teaching and practical tools. It will also concentrate on reflective skills, attunement, sensitivity, and empathy and provide strategies for using these skills in real world circumstances. As such, the course will focus on conceptualizing self in relation to the impact on others, understanding one’s body’s signals, regulatory capacities, and strategies as applied to practice, the practice of thoughtful curiosity, learning to tolerate the state of not knowing, the process of understanding and attributing meaning, the impact on leadership development; cultural considerations; the application of reflective practice, in terms of working with children and families. Delivery Method: Online Grading Default: Letter Learning Outcome(s): Conceptualizing self in relation to the impact on others Understanding one’s body’s signals, regulatory capacities, and strategies as applied to practice The practice of thoughtful curiosity Learning to tolerate the state of not knowing The process of understanding and attributing meaning The impact on leadership development Cultural considerations The application of reflective practice, in terms of working with children and families
	IECD-584 Emotional Development, Cognitive Evolution, and Disruptive Behavior 4 semester credits This course focuses on the importance and development of emotionality and regulation in regard to the brain, and the interaction between nature (biological hard wiring) and the environment, especially the early relational environment. It also looks in-depth at the impact of these factors on cognitive development, adaptability, school readiness, and academic achievement. In addition, the course focuses on disruptive behavior (dysregulation of emotions/emotional development), how it manifests, what it means for the child, the practitioner (educator, health care providers, allied health care providers, and mental health professionals) for the classroom, and school readiness. Delivery Method: Online Grading Default: Letter Learning Outcome(s): The importance and development of emotionality and regulation in regards to the brain The interaction between nature (biological hard wiring) and the environment, especially the early relational environment Impact on cognitive development, adaptability, school readiness, and academic achievement Disruptive behavior - dysregulation of emotions/emotional development: how it manifests, what it means for the child, for the practitioner (educator), for the classroom, school readiness
	IECD-585 Self-Regulation, Executive Functions, & School Readiness 4 semester credits This course will examine what we mean by these terms and how they are inter-related; and how and what they impact, in terms of infant and child development. We will also look at why they are vital to a child’s success in school and social circumstances and what comprises school readiness. We will then focus on how to strengthen weaknesses in these areas, developing both understanding and strategies. Delivery Method: Online Grading Default: Letter Learning Outcome(s): What we mean by these terms and how they are inter-related How and what they impact, in terms of infant and child development Why they are vital to a child’s success in school and social circumstances What comprises school readiness How to strengthen weaknesses in these areas Understanding Strategies
	IECD-586 Brain Development and Classroom Functioning 4 semester credits This course will cover brain development in infancy and early childhood. It will provide an understanding of how brain functioning is related to and impacts learning. It will also focus on how teachers can understand and accommodate the above in relation to the classroom experience. Delivery Method: Online Grading Default: Letter Learning Outcome(s): Tracking brain development in infancy and early childhood Integrating brain function and learning How to understand and accommodate the above in relation to the classroom experience
	IECD-587 Active Professionals, Case Studies: Learning through Applying Core Material to Real World Situations 4 semester credits Education and training through case studies and students’ case presentations. Delivery Method: Online Grading Default: Letter Learning Outcome(s): Re-frame understanding of child development, school-readiness, child/professional, child/parent, and parent/professional interactions Develop reflective capacity and skills Apply tools and interventions in real world situations with children and families
	IECD-588 Neuroscience Foundations of Infant Development and Mental Health 4 semester credits Current science provides a foundation and framework for understanding early brain and behavior development in the context of primary caregiving relationships. The course will explore evidence for developmental social neuroscience and provide students the opportunity to relate emerging science into their practice approaches. The course will cover fetal, newborn, and young child developmental and mental health neuroscience, and the impact of adverse childhood events and lifespan perspectives. Additionally, it will examine parent/caregiver neurophysiologic changes of pregnancy, newborn, and infant periods, including dyad and triad neuroscience. Fetal, newborn and young child developmental neuroscience Adverse childhood events and lifespan perspectives Neuroscience of mental health issues in infants and toddlers Neuroscience of parents/caregivers during pregnancy, newborn and infant periods Dyad and triad neuroscience Delivery Method: Online Grading Default: Letter Learning Outcome(s): Discuss neurophysiologic changes that impact infant development and mental health during the fetal, newborn, and young infant periods. Discuss the neurophysiologic changes of parenting Synthesize current social neuroscience with regard to early relationship development between the dyad and triad (single versus double parent relationships) Develop a perspective on how mental health outcomes are affected by physiology and neurodevelopment Compare and contrast current Infant Mental Health practices that emphasize a neurophysiologic perspective with a psychodynamic perspective Analyze the literature on social neuroscience with attention to cultural aspects of development
	IECD-589 Specialization Area 4 semester credits Individual students and/or faculty define this area. It can be used to acquire new knowledge or to deepen existing knowledge in a specific area in which students expect to build or advance professional careers. Delivery Method: Online Grading Default: Letter
	IECD-590 Independent Study 4 semester credits Faculty may propose and develop a new elective area of study on a trial basis or students may propose an independent study contract in subject areas or sub-areas not encompassed by another course. Delivery Method: Online Grading Default: Letter
	IECD-599 Capstone Project 4 semester credits Students will develop and carry out a capstone project, focusing on an educational issue of their choosing. This includes identifying an educational problem and creating a final project focused on interventions. Delivery Method: Online Grading Default: Letter
	IECD-700 Comprehensive Essay 4 semester credits The Comprehensive Essay will consist of an article that the student will submit to a peer-reviewed journal. It will be on a topic the journal will accept, and it will be the length that the journal will accept. The essay will be evaluated on the basis of its alignment with the journal, contribution to the field, inclusion of relevant articles, critical analysis, appropriate organization, and use of the correct format (i.e., APA, Chicago, etc.). Pre-requisites: 60 credits from courses with subject prefix of IECD, ELC or HOD. Delivery Method: Online Grading Default: Credit/No Credit Only
	IECD-734 Dissertation Research 2 semester credits This course represents student engagement in the dissertation process from concept to the final dissertation as planned with and evaluated by the chairperson. It is the only dissertation course a student can register for directly, is available for registration each term and is not associated with any particular step. If the chair is unavailable to supervise dissertation work during a term due to sabbatical or illness, or some other extenuating circumstance, another Fielding faculty member from the student’s committee may supervise as a proxy for the chair and course instructor. Students registered in the course should have a plan for said dissertation engagement for the term and a written summation of progress must be submitted to the dissertation supervisor before the end of the term. The course is graded pass/fail (CR/NC), or can be given an Incomplete as per the university grade policy. The course can be registered for a total of 6 terms; the terms need not be consecutive. This course cannot be substituted for elective course requirements. Pre-requisites: IECD-537 or, if on older teach-out curriculum: IECD-309 and IECD-509. Delivery Method: Online Grading Default: Credit/No Credit Only
	IECD-794 Dissertation in Progress 0 semester credits This course signifies the student has begun work on the dissertation, including an approved concept paper and full committee membership. Delivery Method: Online Grading Default: Credit/No Credit Only
	IECD-795 Final Oral Review of Dissertation 9 semester credits The second part of the dissertation process involves conducting all the activities described in the approved proposal, writing a preliminary final report with the results of the activities, and preparing a presentation to be shared with the Dissertation Committee and other students of the School. The dissertation chair is available to guide the student during this process, review the preliminary final report as well as the draft of the presentation, and give feedback on these products before presenting it to the Dissertation Committee and other students. Credits for this part are obtained once the student has successfully orally presented the dissertation. Pre-requisites: IECD-PA Delivery Method: In person/Blended Grading Default: Credit/No Credit Only
	IECD-799 Dissertation Completion 4 semester credits The final part of the dissertation process requires that the student satisfactorily answer all the questions raised by the Dissertation Committee at the Final Oral Review, and presents a final version to the Dissertation Committee for its approval. Credits for dissertation completion are obtained once the Dissertation Committee approves the final dissertation and the final version has been submitted to Fielding for proofreading. Pre-requisites: IECD-795 Delivery Method: Online Grading Default: Credit/No Credit Only
Media Psychology
	MSC-547 The Psychology of Mediated Meaning: Symbols, Images, and Text 4 semester credits This course will answer the question: How do people create and derive meaning through the myriad of mediated communications that makeup our cultural landscape? Semiotics is the study of the, often taken for granted, meaning infused in signs, symbols, codes, and text. This course is grounded in applying a Semiotic analysis of meaning-making-along with its cognitive, behavioral, evolutionary, social, and personality psychology underpinnings-to the study of contemporary mediated communications. Embedded in each emoji, meme, gif and hashtag, in every photo that’s filtered, edited, stickered, Facetuned, or Storied and in every click-bait headline, tweetstorm, troll post, chat bot and live-streamed video is mediated meaning. It is derived from a collective consciousness that combines what is universally human with what is culturally constructed. Today, the prolific media footprint of social media provides a rich arena for our study. This course will be foundational for students of media psychology with their various areas of individual research and career focus within the field. It will provide students with a qualitative tool of analysis to help guide their understanding of media phenomena and the creation of media with impact. In this mediascape-where news is entertainment and entertainment is news-people often default to what behavioral economist Daniel Kahneman refers to in his seminal Thinking Fast and Slow (2011) as “fast thinking” to navigate the 24/7 media onslaught. People are unconsciously scanning for familiar patterns and framings to interpret meaning, but what are those familiar patterns? And how are the evoked? Now on social media, e.g. Twitter, Facebook, YouTube, Snapchat, LinkedIn and Reddit, algorithms take advantage of that fast-brain processing to play upon people’s hard-wired motivations and culturally infused values to accelerate consumer engagement, from empathy to outrage, and to stimulate behaviors, from purchase to protest. These phenomena should be at the forefront of media psychology investigation. Delivery Method: Online Grading Default: Letter Learning Outcome(s): A familiarity with psychological and semiotic theories that can be applied to today’s mediated meaning-making An understanding of the psychology of mediated identity construction The ability to recognize, deconstruct, and analyze the psychological underpinnings of how meaning-making is created in mediated communications Develop skills to apply psychological and semiotic theory to creating media that conveys the intended meaning, facilitates understanding, and motivates positive behavioral or attitudinal change
	MSC-548 Community Psychology: Building Human Connection in Physical and Digital Spaces 4 semester credits The emotional gridiron of bringing people together has become an increasingly important knowledge area. Theories from organizational psychology, social capital, and emergent technology are introduced to understand how communities are built and commitment is managed in both physical and digital spaces. Here we explore the many ways symbolic environments reflect how we think about ourselves and place in society. This course explores topics of fandom and affiliation by analyzing the human experience with respect to current patterns of media consumption, behavior, and modes of expression. Delivery Method: Online Grading Default: Letter Learning Outcome(s): Understand the origin of building a community and establishing a shared set of beliefs, attitudes, and interests Recognize the reciprocal relationship with messages/media texts in their social, political, local, global, and cultural contexts Become familiar with the emotional-based threads that contribute to a sense of community in all settings Interpret how our usage, relationships, and patterns of behavior influence our social relationships - in both digital and physical settings Understand the theory of identity utility as a set of behaviors associated with strengthening one’s level of commitment. Able to interpret the “us vs them” tribal mentality with respect to our increasingly connected society Gain the means to articulate the emotional, mental, and behavioral toll negative group experiences has on members Be able to critically assess and analyze digital technology and participatory media from multiple perspectives Develop an informed theoretical understanding of intergroup relations and the human experience in relation to contemporary media usage Advance critical research in the discipline of media psychology
	MSC-549 Psychology of Technology 4 semester credits The rise in new technology reveals the shift in how people receive information and how behavior is changing. Every person, business and industry can be affected by technological disruption. Correspondingly, there is a need to understand technology and how it impacts behavioral, attitudinal and social change. The more advanced technology becomes, the more people’s lives can become mediated by these tools. Thus, technology has the potential to both disrupt and broaden how people work, heal, learn and connect. This course invites students to understand new technologies and the relation between human behavior and their potential for impacting social change. This course will strive to provide current information, varying perspectives and will be practical and informed by theory and research. Each week students will be introduced to a different technology, technological application or technology solution, such as AR, VR, AI, robotics and medical/clinical innovations. Ethical practices will be examined with a focus on understanding how new technology can positively impact human behavior. Delivery Method: Online Grading Default: Letter Learning Outcome(s): Demonstrate an understanding of how the use of technology helps or hinders social communication, group dynamics, and social change. Understand and explain the influence of technology on human cognition, to critically evaluate the effects of media technology. Identify how psychological theory applies to technology use and its influence on human behavior. Develop solutions that use technology to impact well-being, social change, positive behavior and transformative change. Demonstrate a critical understanding of the connection between technology, ethical issues and research and the implications in technology use. Understand the current literature on attitudes and cognitive dissonance and how it can be applied to technology use and the effect on behavior.
	MSC-551 Introduction to Media Psychology 4 semester credits Media Psychology has emerged as a significant field of study as individuals and society at large grapple with the proliferation of media and communication technologies. Media psychology applies psychological theory to understanding the way this new media landscape impacts the use, experience, and production of media technologies across all economic sectors. This understanding is relevant to applications and careers in telecommunications, education, entertainment, public policy, law, politics, advertising, healthcare, and education. This course is an overview of the emerging field of media psychology. We will discuss the implications for research and practice of how we define the field. We will analyze the impact of mediated communication on content and message perception, drawing on developmental psychology, sensory and cognitive psychology, systems theory, positive psychology, and motivation and learning theories. We will evaluate the psychological implications of traditional and emerging technologies as users and content-producers. Students will develop an understanding of how media affects individuals and cultures and how media can be used for socially constructive purposes. We will consider how media research is interpreted and presented to the public, how social media has redefined the way people, businesses, and groups connect, how media technologies can facilitate learning, and the societal implications of continuing technological change. Delivery Method: Online Grading Default: Letter
	MSC-552 Global Psychology: Media and Social Advocacy 4 semester credits We use a global perspective in this course to explore ways in which global broadcast and narrowcast media make an impact in society, and how these media are harnessed to actively promote the advancement of social concerns. We assess the use and misuse of traditional media (radio and television), the classical entertainment media (film, theatre, art and music) and the “new” media (internet, social networks, blogs, virtual worlds, and cell phone technologies) in reaching their desired audiences and convincing them of anything. We explore the techniques of social marketing –adapted from advertising – for influencing attitudes and behavior. Students investigate media reach and the new forms of digital divides, and then explore media for social activism, including psychological concepts of empathy, altruism, persuasion and influence, all central to the theory and practice of social marketing. Readings emphasize the analysis of social campaign case studies, preparing students for a final project that combines media and psychology to advance a local or global social cause meaningful to them personally. Other class assignments emphasize active asynchronous discussion, short written work practicing a variety of media styles, and a team project to gain experience in the dispersed teamwork typical of global media campaigns. Delivery Method: Online Grading Default: Letter Learning Outcome(s): Research and explain key differences in media literacy, consumption and ownership in populations of different socio-economic profiles. Understand and apply key concepts of advocacy and social marketing for different types of audiences. Analyze the potential social impact of proposed media projects, technologies or formats. Use strategies and techniques of social marketing in developing ethical media campaigns of advocacy and activism. Advise media content creators in the development of socially responsible programming. Contribute to scripts or messaging for media projects aimed at social change. Operate successfully in a multi-media asynchronous learning/working environment, including virtual teams.
	MSC-554 Foundations of Research 4 semester credits The goals of research include observing, understanding, generalizing, testing, predicting, and validating. This course examines how scientists experience, describe, understand, and explain the world. The focus will be on the different approaches to asking questions in media psychology research and the connection of research to practice. Students will learn about procedures for investigating specific research questions, become familiar with qualitative and quantitative approaches to research, and learn the ethical and legal standards related to research with human participants. Students will be introduced to the ease with which data can be analyzed using software such as SPSS. Although this is not a course in statistics, students will gain an understanding about the concepts underlying common statistical procedures. The link between research and analysis of data will be illustrated with examples from published studies in scientific literature. Ultimately, students completing this course will become skilled at critically reading and evaluating research. Delivery Method: Online Grading Default: Letter
	MSC-555 Positive Media Psychology 4 semester credits What character traits, emotions, and personal virtues contribute to human fulfillment and happiness? How can media serve to promote the development of these qualities at the individual, group, and organizational level? Throughout this course, students will explore the scientific discipline known as positive psychology as it relates to media consumption and development. Positive psychology is an emerging field of psychology that transcends the clinical disease model and serves to examine the source and nature of human strengths. Students will gain an understanding of the symbiotic and interdependent relationship between pro-social media and human traits such as optimism, resilience, creativity and compassion. Delivery Method: Online Grading Default: Letter
	MSC-557 Media and Political Psychology: Propaganda and Persuasion 4 semester credits For decades, media has been relied upon to call attention to policy conflicts and to identify likely alternatives available to those seeking a resolution. In short-to define the public agenda. Interactive multimedia, blogs, social networks, virtual worlds, and other innovations are changing public discourse and those who shape it. Yet a major question remains unanswered: how do voters and consumers actually process information? What is the connection between political technique, political conviction and appeal to the heart and to the mind? This course focuses on political and advocacy psychology, and what happens when reason and emotion collide. What determines how people vote? How does one side in the political debate claim the political narrative? Why do people choose to support one cause over another? In any media, those who create advocacy and political messages seek to shape a narrative, to tell a convincing story that makes events come alive. Upon completion of this course, students will understand the application of Agenda Setting Theory to traditional print and television, and to newer Internet based media. We will explore and assess the link between media, message, and the political mind. Delivery Method: Online Grading Default: Letter
	MSC-558 The Power of Image: Persuasion, Place, and Identity 4 semester credits Images have the power to move us emotionally, viscerally, cognitively, and behaviorally. They reflect back to us how we feel about ourselves, others, situations, and events, and to whom and where we feel we belong. They express complex and abstract ideas in rapid, simple terms that cut across borders making a universal language. Images at times present themselves blatantly as symbols, icons, and other pictorial representations; however, they also form in our mind, based on impressions as well as verbal cues such as adjectives, metaphor, and simile. We assume others derive the same meaning, have the same emotional responses, and form the same image in their mind hearing the same set of words as we do - but do they? This class explores the cognitive, affective, and behavioral power of images, particularly with respect to identity and contemporary events. We’ll ask questions such as: Why is a photo of a sugar-sand tropical beach a politically charged image for some, while viewed as a desirable vacation destination for others? What sort of images do we associate with - and which ones are used by - movements like #MeToo, Alt Right, or Black Lives Matter? What is the visual difference between “refugee” and “asylum seeker”, and how does it change what we think? As we move to becoming a more pictorial-based society, where images change and are disseminated in real time in reaction to global events, it is critical to understand the impact of image: how we are persuaded by them, and how we use them to persuade others. Together, we will look at images that are associated with specific groups or issues, compare them amongst the various ‘sides’ and viewpoints surrounding those issues, and discuss why some images are co-opted, even becoming memes, while others are suppressed. We will also look at the images we personally hold in mind, comparing and contrasting them to those in the public sphere. In addition to discussion over weekly readings and/or image-decks, each student will provide a case study of an image as it pertains to a global or communal issue or belief. In our interconnected world the value of understanding how to make powerful images that fulfill a goal becomes critical. Knowledge gleaned in this class can be applied to a wide range of subjects, including: social change initiatives, activism, development, corporate communications - the “story” of a company - advertising, journalism, education, conflict resolution, and government. Delivery Method: Online Grading Default: Letter Learning Outcome(s): Students will understand fundamental theories of cognitive psychology pertaining to how we perceive, interpret and convey information enabling you to create clear messaging strategies to reach specific audiences with pre-determined concepts and predictable results. Student will be able to apply fundamental theories and principles of visual design toward visual presentations of information; critique and design visual displays to facilitate attention, understanding and retention of information, and incorporate an effective call to action for your inspired audience. Students will understand the why and how behind, and be able to apply designs differently across various media such as posters, paper, the Web, presentations, movie screens, virtual worlds and mobile devices with four (4) or more complete designs for a portfolio.
	MSC-560 The Psychology of Social Media Strategy 4 semester credits This course examines how the Internet and social technologies have reshaped society by transforming information distribution and human connection. The traditional one-to-many communications model is now a many-to-many social web. We live in a networked and participatory culture, where the lines are blurring among technologies and the traditionally distinct roles of producers, distributors, and consumers. We access and distribute information and interact with others unconstrained by time, culture, and geography. We will study how the new media landscape is adjusting our assumptions about how we relate to others, how we engage and participate socially, politically, and commercially. This course examines social media and emerging technologies and applications by integrating psychological theory with practice. We will draw primarily from social psychology in the areas of social cognition, attitudes and persuasion, social construction of meaning, collaboration and group interaction, and the social implications of self-efficacy and agency. Students will gain an understanding of the psychological shifts that are driving trends such as social entrepreneurship, transmedia narratives, and collaborative culture. We will also discuss the properties of networks and systems that are fundamental to social media applications. Drawing on readings and case studies, we will establish a theoretical foundation for effectively using social media applications in business, education, politics, social relationships, and to effect positive social change. We will discuss how different tools, technologies, and platforms support or hinder human goals and what the technology du jour implies about social and individual behavior and expectations. Delivery Method: Online Grading Default: Letter Learning Outcome(s): Demonstrate understanding of network properties and the implications for social interaction and social capital. Demonstrate where social technologies alleviate social failures. Demonstrates the relationship between individual and social identity in a digital world. Demonstrates how social technologies influence individual and collective agencies. Demonstrates how to evaluate the strengths and weaknesses of different technology affordances in promoting interaction, connection, and belonging. Demonstrates the impact on consumer/user psychology of converging technologies and the blurring boundaries of user/producer/distributor roles. Demonstrates and creates effective and persuasive messaging in social platforms. Demonstrates the critical design elements to promote social engagement with brands, products and applications. Demonstrates the cultural and social implications of social and digital access. Demonstrates a general understanding of Gamification. Demonstrates knowledge of the potential of social technologies for behavioral and social change.
	MSC-562 Innovation, Learning and Online Education 4 semester credits This course focuses on an integrated study of human development with implications for educational psychology. It aims at familiarizing students with major theories of human development with particular emphasis on learning using innovative and digital environment. The interrelationship among motivation, learning, and educational factors that influence human development will be examined. Anytime, anywhere - this characterizes the technology-based culture today. Harnessing the positive energy of new technologies and digital environments to create effective pedagogies can assist in developing an educational atmosphere that is supportive to creativity, interaction, and learning. Students will have a chance to explore using new technologies and digital educational environment for social change. By the class conclusion the students will be able to create an online learning environment. Delivery Method: Online Grading Default: Letter
	MSC-563 The Social Impact of Immersive Technology 4 semester credits Every new medium introduces new forms of narrative. Immersive media (IM), augmented reality (AR), mobile advocacy, and more, create tremendous media disruption - and tremendous opportunity. Internet 1.0 (1994 - 2000) was all about the great disruption of a hyperlinked world, which was quickly watered down to “online shopping”. Internet 2.0 (2004 - 2009) was the decade it took to figure out what to do with a networked, rich web app, social media world. The advent (2009…) of IM, and particularly AR, is where broadband enabled mobile technology makes the Internet inescapable offering pitfall and promise. As we rapidly move toward a future where wireless is embedded in everything around us, these media innovations, combined with the modern tablets and smart phones, empower the user with extraordinary capabilities. In theory, almost anyone can know almost anything almost anywhere. This increased transparency leads to reduced privacy, timely access to information leads to constant access to entertainment and we can trust product marketers to use and abuse the medium. Can these developments be used to increase the cognitive understanding of social concerns? Can location based information (GIS) and spatial psychology be used to increase our cognitive understanding of physical place? What is the social impact of real time data delivery? This course recasts Marshal McLuhan’s famous axiom where the device becomes the message. Modern devices combined with a layer of real time information accessed through immersive media and augmented reality, addresses the demand for media strategists rather than technologists. This seminar, draws on the foundations of psychology that lead to effective data visualization, application design, increased human understanding and most importantly mobile advocacy. This revolution will not be televised. Delivery Method: Online Grading Default: Letter Learning Outcome(s): 1. Understand strategic applications of immersive media in education, entertainment, advocacy, healthcare, and general well-being. 2. Ability to apply case methods to specific media outcomes. 3. Understand cognitive psychology theory and application to immersive media 4. Be able to understand and analyze the level of presence for various immersive media technologies. 5. Ability to identify level of presence needed for various narratives and goals of specific immersive technology matched to the audience
	MSC-564 Argumentation: The Art of Critical Writing 4 semester credits Bernays, Churchill, King, Lincoln, and Paine were some of the most effective and articulate communicators in our history. They understood the power of the pen as well as the importance of argumentation and persuasion. The art of critical writing is a foundational tool in navigating social issues and change. Students in this course investigate various writers and their respective arguments as they relate to the change promoted. During the first half of the course, students learn the foundational aspects of argumentation and critical writing by interacting with various historical documents. The second half of the class includes discussions of Bernays, Twain, and Zarefsky-as well as crafting arguments for a cause or action using the tools of rhetoric. Delivery Method: Online Grading Default: Letter

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HOD-851 Comparative Wisdom Traditions

HOD-852 Spiritual Psychology

HOD-853 Spiritual Practice and Social Justice

HOD-854 Somatics in Human and Organization Development

HOD-856 Writing Phenomenology

HOD-857 Adult Development

HOD-859 Communications Theory and Practice

HOD-860 Advanced Topics

HOD-861 Advanced Specialization Studies

HOD-881 Qualitative Research Methods

HOD-882 Quantitative Research Methods

HOD-883AO Advanced Research Methodologies: Appreciative Organizations

HOD-883AR Advanced Research Methodologies: Action Research

HOD-883AS Advanced Research Methodologies: Applied Somatics

HOD-883CH Advanced Research Methodologies: Methodologies for Studying Change

HOD-883CP Advanced Research Methodologies: Critical Participatory Action Research

HOD-883EH Advanced Research Methodologies: Ethnography

HOD-883GT Advanced Research Methodologies: Grounded Theory

HOD-883LR Advanced Research Methodologies: Liberatory Research

HOD-883NI Advanced Research Methodologies: Narrative Inquiry

HOD-883PG Advanced Research Methodologies: Phenomenography and Variation

HOD-883PH Advanced Research Methodologies: Phenomenology

HOD-883QA Advanced Research Methodologies: Advanced Qualitative Methods

HOD-883ST Advanced Research Methodologies: Advanced Quantitative Methods

HOD-883WC Advanced Research Methodologies: World Cafe

HOD-890 HD Comprehensive Assessment

HOD-891 ODC Comprehensive Assessment

HOD-892 HD Dissertation Seminar

HOD-893 ODC Dissertation Seminar

HOD-896 Dissertation Pilot Study

HOD-897 Dissertation in Progress

HOD-898 Final Oral Review of Dissertation

HOD-899 Dissertation Completion

IECD-PA Dissertation Proposal Approval

IECD-499 Foundations of Doctoral Study - Reflective Adult Learning

IECD-520 Human Development

IECD-521 Infant and Early Childhood Mental Health

IECD-522 Sensory-Motor Development

IECD-523 Language Development

IECD-524 Developmental Disabilities

IECD-526 Cross-Cultural Understanding

IECD-527 Law, Policy and Advocacy

IECD-528 Sensory-Motor Intervention

IECD-529 Language Intervention

IECD-531 Maltreatment Trauma and Loss

IECD-536 Statistics I

IECD-537 Research and Design

IECD-538 Statistics II/Practice

IECD-539 Qualitative Research/Practice

IECD-550 Social-Emotional Development

IECD-551 Social-Emotional Development Intervention

IECD-561 Infant Mental Health Intervention and Practices

IECD-562 Educational and Cognitive Development

IECD-563 Educational and Cognitive Development Intervention

IECD-564 Visual Spatial Processing Development

IECD-565 Visual Spatial Processing Development Intervention

IECD-566 Family Systems Theory and Functioning

IECD-567 Family Systems Theory and Functioning Intervention

IECD-568 Introduction to Brain Development

IECD-569 Individual Differences and Developmental Psychopathology

IECD-570 Integrated Developmental Approach to Assessment

IECD-571 Assessment of Children and Families

IECD-572 Integrated Developmental Approach to Intervention

IECD-573 Advanced Integrated Approach to Intervention

IECD-574 Intervention in Practice

IECD-575 Introduction to Reflective Practice/Supervision

IECD-576 Observing Babies I

IECD-577 Observing Babies II

IECD-578 Developmental Needs of High Risk Newborns and Young Infants and their Families

IECD-579 Advanced Brain Development During Infancy